Narratives of Struggle: Understanding Writer Identity in the UAE

dc.contributor.author	Sperrazza, Lelania
dc.date.accessioned	2018-08-01T06:07:23Z
dc.date.available	2018-08-01T06:07:23Z
dc.date.issued	2016-07
dc.identifier.issn	2210-1829
dc.identifier.uri	https://journal.uob.edu.bh:443/handle/123456789/2157
dc.description.abstract	This paper discusses the inequitable social structure of the classroom itself, upheld by the dominance of English, which has contributed to a conflicted writer identity among many university-level writing students in the UAE. Moreover, it explores how autobiographical narratives can positively impact students who lack motivation to write academically.	en_US
dc.language.iso	en	en_US
dc.publisher	University of Bahrain	en_US
dc.rights	Attribution-NonCommercial-ShareAlike 4.0 International	*
dc.rights.uri	http://creativecommons.org/licenses/by-nc-sa/4.0/	*
dc.source	International Journal of Bilingual & Multilingual Teachers of English
dc.subject	identity
dc.subject	writing
dc.subject	autobiographical narratives
dc.subject	English
dc.subject	motivation theory
dc.title	Narratives of Struggle: Understanding Writer Identity in the UAE	en_US
dc.type	Article	en_US
dc.identifier.doi	http://dx.doi.org/10.12785/IJBMTE/040103
dc.volume	04
dc.issue	01
dc.pagestart	15
dc.pageend	24
dc.source.title	International Journal of Bilingual & Multilingual Teachers of English
dc.abbreviatedsourcetitle	IJBMTE